Figure 3.3    
5E Science Lesson-Planning Template

Title of the lesson: 
Objectives:
A.	Science:   	
______________________________________________________________________________________
B.	Language:   	
______________________________________________________________________________________
Concepts/topics: 
Materials for each phase:
Phases	Materials	
Engage		
Explore		
Explain		
Elaborate		
Evaluate		

General overview of each phase: 
Engage
Actively involves students using a variety of strategies. Answering the following questions will assist in getting to the heart of the lesson:

What is the focus of the lesson?
What is the big idea of the lesson to evoke prior knowledge?
What language skills will be needed to carry out the engage phase?

Explore

Builds on prior knowledge by getting students to predict: If I do	then	will happen. I think
 	 because	.

Students use materials—or, if outdoors, the environment—to carry out an investigation/activity. Which inquiry skills will be promoted?
What language skills will be needed to carry out the explore phase?

Explain

Teachers connect the engage phase to the explore phase by using science terms as they relive/tell/ demonstrate the previous experiences.
Teachers construct an anchor chart with students that will be referred to later when talking about what they did, writing about it in their science notebooks, and participating in the science loop in the evaluate phase.
Students make their ideas/thinking public during small-group and whole-class discussions (taking turns, listening to each other, and talking).
Teachers listen to the interactions and contributions from students to determine level of understanding. What language skills will be needed to carry out the explain phase?

Elaborate
For our purposes, it is the part of the science lesson when students come to know and understand the steps to an experiment. It starts with a question; the type of question posed depends on the cognitive and language levels of the students. The question frame What is the relationship between 	 and 	? is a place to begin; refer to Figure 3.5 for a detailed account of the elaborate phase. 
What language skills will be needed for the elaborate phase?

Evaluate
How will the students show what they have learned? How do you know they know? 
Use reflection questions: What new questions do you have now?
Use sentence frames to get students started: This reminds me of	 because 	. It was like 	 because	.
Have students participate in the science loop. See Figure 3.6. 
What language skills will be needed for the evaluate phase?